From a seat in the rear of the room, observe your students and take notes on what they are doing while the teacher is presenting in the front of the room, while they are supposed to be taking notes, doing seatwork, and/or when they are working in the lab. Look closely at each student for a range of behaviors, and resist the temptation on only see what you expect. Note especially what is happening furthest from the teacher.
What strategies are used by your CT to encourage students to attend and engage? Watch carefully how your CT moves around the room. Draw a map of the classroom and sketch a path showing (approximately) this movement.
How important is student engagement to your view of how you will teach? What strategies will you employ to encourage student engagement?
Please post your observations and reflections using these links
When I visited my CT's classroom this past week I was happy to hear that we got to go into the lab and do an activity on physical and chemical change. I did a observation of the students throughout the time I was there, and for the most part they did a good job staying focused throughout the lesson. Although me and my CT did talk about a group of students in the back of the lab that happen to be a small problem. The group was diligent and got their work done, but they like to mess around a little. For instance I was walking up and down the isle and noticed that they were playing with the flame on the Bunsen burner. To their defense they did ask how to lower the flame after they noticed me looking at them. Also, I noticed some girls using their phones throughout the lab while my CT was not looking. The same group of students also had a group member burn his hand on the burner, because he did not see the flame. That is what he told the CT, I did not see the incident, so I cant say how he actually burned it. While the two students were preforming the lab they mixed a solution in a graduated cylinder and my CT explicitly said in the begining of the lab to mix all solution in a beaker. I told them to make sure the next time to mix in a beaker. All the students finished their lab and were working hard during the lab and writing good lab charts and making a lot of good observations. As for my CT she did a good job moving up and down the isle. The room was set up so that there were four benches on each side of one isle so the students could be watched. My CT moved constantly up and down keeping an eye on the students, and I did that a little as well.
For me I believe, that student engagement is very important. If the students are not engaged it makes it very hard for them learn. To get students engaged you yourself have to be engaged is my motto. It is just like a positive attitude, it rubs off on people. If I am upstairs and working and really trying to engage myself in teaching the material, then I am hoping that it will make them engage. I cant remember where I heard this, but if the teacher is not working why would the student want to work. I agree with power points in some situations, but for me if I am writing on the board, then the students will be hopefully be noticing my work and want to repeat it. Also, labs and interesting conversations about chemistry could also spark and interest and then lead to engagement. Keeping students on task, I will handle one situation at a time. If they are not taking notes I will remind them that this will only hurt your grade if you dont write this down. If they are using a phone or talking then I will ask for the phone, and give them three shots as far as talking, then I will either move them or ask them to see me after school depending on the situation.
Good account. Your idea about the teacher needing to engage before the students feel that they need to engage is interesting. Your observations also support the need for a teacher to be focused what is going on throughout the class, and not exclusively with instruction or working with a particular group. I would modify your assertion to say that students need to perceive the teacher as being engaged with them and the topic. Perception is key.
What strategies are used by your CT to encourage students to attend and engage? Watch carefully how your CT moves around the room. Draw a map of the classroom and sketch a path showing (approximately) this movement.
How important is student engagement to your view of how you will teach? What strategies will you employ to encourage student engagement?
Please post your observations and reflections using these links
When I visited my CT's classroom this past week I was happy to hear that we got to go into the lab and do an activity on physical and chemical change. I did a observation of the students throughout the time I was there, and for the most part they did a good job staying focused throughout the lesson. Although me and my CT did talk about a group of students in the back of the lab that happen to be a small problem. The group was diligent and got their work done, but they like to mess around a little. For instance I was walking up and down the isle and noticed that they were playing with the flame on the Bunsen burner. To their defense they did ask how to lower the flame after they noticed me looking at them. Also, I noticed some girls using their phones throughout the lab while my CT was not looking. The same group of students also had a group member burn his hand on the burner, because he did not see the flame. That is what he told the CT, I did not see the incident, so I cant say how he actually burned it. While the two students were preforming the lab they mixed a solution in a graduated cylinder and my CT explicitly said in the begining of the lab to mix all solution in a beaker. I told them to make sure the next time to mix in a beaker. All the students finished their lab and were working hard during the lab and writing good lab charts and making a lot of good observations. As for my CT she did a good job moving up and down the isle. The room was set up so that there were four benches on each side of one isle so the students could be watched. My CT moved constantly up and down keeping an eye on the students, and I did that a little as well.
For me I believe, that student engagement is very important. If the students are not engaged it makes it very hard for them learn. To get students engaged you yourself have to be engaged is my motto. It is just like a positive attitude, it rubs off on people. If I am upstairs and working and really trying to engage myself in teaching the material, then I am hoping that it will make them engage. I cant remember where I heard this, but if the teacher is not working why would the student want to work. I agree with power points in some situations, but for me if I am writing on the board, then the students will be hopefully be noticing my work and want to repeat it. Also, labs and interesting conversations about chemistry could also spark and interest and then lead to engagement. Keeping students on task, I will handle one situation at a time. If they are not taking notes I will remind them that this will only hurt your grade if you dont write this down. If they are using a phone or talking then I will ask for the phone, and give them three shots as far as talking, then I will either move them or ask them to see me after school depending on the situation.
Good account. Your idea about the teacher needing to engage before the students feel that they need to engage is interesting. Your observations also support the need for a teacher to be focused what is going on throughout the class, and not exclusively with instruction or working with a particular group. I would modify your assertion to say that students need to perceive the teacher as being engaged with them and the topic. Perception is key.